Інтерактивні вправи у навчанні аудіювання

A root

A soft plop

Yell

To be smart

Tasks:

1. Listen to the sentences and put “ + ” if they are identical or “ − ”if they are different:

1). Mouse Deer loved to eat the fruits and roots and shoots of the forest. / Mouse Deer loved to eat roots, shoots, and fruits. cartoon

2). He looked out at row after row of vegetables. / He looked out at vegetables.

3). He lay on the ground and made his body stiff. / He made his body stiff when he lay on the ground.

2. Listen to the sentences and translate them:

1). He pulled Mouse Deer’s leg out of the snare.

2). Then he tossed Mouse Deer back into the forest.

3). Mouse Deer landed with a soft plop.

4). Mouse Deer laughed. “Farmer is smart. But Mouse Deer is smarter!”

3. Listen to the beginning of the story and predict what this story is about:

Mouse Deer loved to eat the fruits and roots and shoots of the forest. But he loved something else even more.

He loved the vegetables in Farmer’s garden.

One day, Mouse Deer went to the edge of the forest. He looked out at row after row of vegetables.

“Mmmm,” said Mouse Deer. “Juicy cucumbers! Yummy yams!” He started into the garden.

4. Read the sentences and put them in the order they were in the text.

1). He started into the garden.

2). He looked out at row after row of vegetables.

3). But he loved something else even more.

4). He loved the vegetables in Farmer’s garden.

5). Mouse Deer loved to eat the fruits and roots and shoots of the forest.

6). “Mmmm,” said Mouse Deer.

7). “Juicy cucumbers! Yummy yams!”

8). One day, Mouse Deer went to the edge of the forest.

5. Make a plan to the text. Divide the text into meaningful parts and entitle them.

6. Retell the text from the point of view of the main character.

7. Listen to the text and give the title:

Mouse Deer and Crocodile

Listen to the story and say what happened to Crocodile.

One day, Mouse Deer went down to the river. He wanted to take a drink. But he knew Crocodile might be waiting underwater to eat him.

Mouse Deer had an idea. He said out loud, “I wonder if the water’s warm. I’ll put in my leg and find out.” But Mouse Deer didn’t put in his leg. Instead, he picked up a stick with his mouth and put in one end.

Chomp! Crocodile grabbed the stick and pulled it underwater.

Mouse Deer laughed. “Stupid Crocodile! Don’t you know a stick from a leg?”And he ran off to drink somewhere else!

Another day, Mouse Deer wanted to cross the river. He wanted to eat tasty fruits and roots and shoots on the other side. But he didn’t want Crocodile to eat him first!

Mouse Deer had an idea. He called out, “Crocodile!”

Crocodile rose from the water. “Hello, Mouse Deer. Have you come to be my breakfast?”

“Not today, Crocodile. I have orders from the King. He wants me to count all the crocodiles.”

“The King!” said Crocodile. “Tell us what to do.”

“You must line up from this side of the river to the other side.”

Crocodile got all his friends and family. They lined up across the river. Mouse Deer jumped onto Crocodile’s back. “One.” He jumped onto the next crocodile. “Two.” And the next. “Three.”

Mouse Deer kept jumping till he jumped off on the other side of the river.

Актуально про педагогіку:

Особистісно-професійні характеристики соціального педагога
В усіх розвинених країнах світу на перше місце у функціональному призначені соціального працівника висувається вміння створювати й розвивати взаємини, що сприяють успішній професійній діяльності людей, уміння активізувати зусилля окремих осіб, груп, спільнот на вирішення певних проблем, заслуговува ...

Країни Південної Африки
До регіону Південної Африки належить п'ять держав: Ботсвана, Лесото, Намібія, Південно-Африканська Республіка та Свазіленд. Це доволі специфічна частина Африки з дуже сильним впливом на усі сторони життя, насамперед на економіку, європейських поселенців. Хоча політична влада тут належить корінним ж ...

Метод розвитку творчого самопочуття
Метод розвитку творчого самопочуття включає ігри і завдання з розвитку мимовільної регуляції і навичок мимовільної поведінки, відчуття партнера, уяви, спостережливості, почуття ритму тощо. Особливе місце тут посідає використання елемента «театралізації» і «драматизації» у педагогічному процесі, що ...